1. education
2. graduate school

MANUAL FOR GRADUATE STUDENTS
in
SPEECH-LANGUAGE PATHOLOGY
SEPTEMBER 2014
Prepared by
The Faculty
Department of Communicative Disorders
The University of Rhode Island
Revised 8/10
Table of Contents
SUBJECT
SECTION
PAGE
Introduction
Religious Observances
Origins & Scope of Graduate Programs in CMD
Graduate School Admissions
Eligibility for Enrollment in Graduate Courses
Candidates for Admission to Graduate Programs
Undergraduate Requirements
Acceptance Criteria for Admission
Pre-requisite Courses for Admission
Faculty Advisor Assignment and Orientation
Location of Faculty
Independence Square Floor Plan
Fernwood Building Floor Plan
Degree Requirements & Program of Study
Master of Science in Speech-Language Pathology: Thesis
Master of Science in Speech-Language Pathology: Non-Thesis
Accelerated Program
Non-Thesis Options
Transfer of Credits, Policy for Acceptance
Program Length, Explanation of
Time Limits, Full-time and Part-time Students
Eligibility for Commencement
Planning Total Program
Advisor Meetings
Two-Year Course Sequence in Speech-Language Pathology
Two, Three, and Four-Year Course Planning Guides in Speech Path.
Required & Elective Courses in Speech Pathology
Planning Courses for Each Semester
Program of Study
Sequenced Program of Study
Knowledge and Skills Assessment (KASA)
Explanation of KASA Procedure
Flow Chart of KASA Procedure
Observation and Clinical Practicum
Transfer of Clinical Hours
Undergraduate Clinic Hours
Graduate Clinic Hours
Observation Hours
Clinical Clock Hours
1.0
1.01
2.0
3.0
3.10
3.20
3.21
3.22
3.23
3.24
3.25
3.25.1
3.25.2
4.0
4.01
4.02
4.03
4.10
4.20
4.30
4.31
4.32
4.40
4.41
4.31.1
4.31.2
4.42
4.50
4.60
4.61
4.70
4.71
4.72
5.0
5.01
5.01.1
5.01.2
5.02
5.03
4
4
5
6
6
6
6
6
6
7
7
8
9
10
10
10
10
11
12
12
12
13
13
14
15-16
17-19
20
21
21
22
23
23-24
25
26
26
26
26
26
26
2
On Campus Clinic - Speech and Hearing Center
Off Campus Placement Sites
Clinic Policies and Procedures
Ethical Responsibility/HIPAA
Professional Responsibility
Clinic Schedule
Clinic Registration
Testing Therapy and Observation Rooms
Diagnostic and Therapy Materials
Client Files
Release Forms
Client Parking
Absences - Client/Clinician
Client Reports
Client/Clinician Scheduling
Student Observers
Student Evaluations
Supervisor Evaluations
Clinic Fees
Certification and Licensure
State Department of Education Certification
Teacher Certification in Other States
Provisional Licensure by Dept. of Health in Rhode Island
Permanent Licensure by RI State Dept. of Health
Certificate of Clinical Competence by ASHA
ASHA National Exam for CCC in Speech Pathology (Praxis)
CFY Year in Speech-Language Pathology
Evaluation of Student Progress and Ethics
Criteria for Student Review
Academic Review
Clinical Review
Student Review of Program and Feedback
Recommendations in Writing to Student
Graduate School and Professional Ethics Standards
Academic Integrity
Confidentiality of Clients and Professional Behavior
Code of Ethics of ASHA
Professional Organizations and Other Matters
Rhode Island Student Speech-Language-Hearing Assn.
National Student Speech-Language-Hearing Assn.
Rhode Island Speech-Language-Hearing Assn.
KASA Form Speech-Language Pathology
Essential Functions of a Speech-Language Pathology Education
Clinic Materials Inventory
3
5.04
5.05
5.06
5.06.1
5.06.2
5.06.3
5.06.4
5.06.5
5.06.6
5.06.7
5.06.8
5.06.9
5.06.10
5.06.11
5.06.12
5.06.13
5.06.14
5.06.15
5.06.16
6.0
6.1
6.11
6.2
6.3
6.4
6.41
6.42
7.0
7.10
7.20
7.30
7.40
7.50
7.60
7.70
7.80
7.90
8.0
8.1
8.2
8.3
App. A
App. B
App. C
29
31-34
34
35
35
35
36
36
36
37
37
37
37
38
38
39
39
40
40
41
41
41
41
41
42
42
42
43
43
43
43
43
44
44
44
44
45-48
49
49
49
49
50-55
56-59
60
SECTION 1.0
INTRODUCTION
Revised 8/13
This Manual presents specific information relevant to a graduate student's progress through a course of
academic study and clinical practicum leading to the M.S. Speech-Language Pathology degree in the
Department of Communicative Disorders at the University of Rhode Island and includes further
information concerning procedures for achieving professional licensure and certification by ASHA and
the State Department of Education. This manual is updated each year. Each student is responsible for
knowing the policies and regulations presented in this manual and encouraged to discuss any questions
or reservations concerning items with an advisor, the department ‘s Chairperson, Dr. Dana Kovarsky, or
the Graduate Program Coordinator, Dr. Amy Weiss.
Important additional information is to be found in the URI Graduate Student Manual available for
review on the URI Graduate School website (See www.uri.edu/gsadmis/graduate_manual/index.html). It
covers such topics as the Academic Appeals Board, Tuition Scholarships and Other Financial Aid,
policies re: Plagiarism, the University Library, Protection of Human Subjects, and Withdrawal from
Graduate Study. Relevant deadlines and information about the Graduate School’s academic schedule
can be found at: http://www.uri.edu/gsadmis/documents/deadline_calendar_2014-2015.pdf. It is
recommended that students “bookmark” these web pages to expedite access to this information.
In addition to the competencies delineated in the Knowledge and Skills Assessment (KASA)
requirements, all students must meet the related competencies listed in the “Essential Functions of a
Speech-Language Pathology Education” document that can be found in Appendix B of this manual.
Students will be introduced to the “Essential Functions” document during their first orientation meeting.
These functions will be discussed as a necessary enumeration of the program’s professional doctrine that
all students are expected to meet within all academic and clinical work without exception. Failure to do
so can lead to dismissal from the graduate program. To demonstrate the importance of this document,
students will be asked to follow their careful reading of the document by signing an agreement to
demonstrate recognition that these standards will govern their maintenance of good standing in the
program.
Information regarding the Speech-Language Pathology program and individual course descriptions are
found in the URI Catalog on the Graduate School website and also on the CMD department
website (www.uri.edu/hss/cmd). If a graduate student finds any inconsistencies between requirements
as stated in the URI Catalog and in this manual, prompt resolution should be sought. The following is a
quote from the Graduate School Manual: "If a change in program requirements occurs after a student
has matriculated, the student may complete the requirements as specified in the catalog when he or she
matriculated, or may shift entirely to the new requirements, but may not utilize a combination of both."
1.01
Religious Observances
Added 8/10
No student shall be discriminated against because of religious beliefs or practices. Students who plan to
be absent from classes or examinations for religious holy days that traditionally preclude secular activity
shall discuss this with the appropriate instructor(s) in advance of the holy day(s). The instructor(s) shall
then make one of the following options available: (1) the same quiz, test, or examination to be
administered either before or after the normally scheduled time; (2) a comparable alternative quiz, test,
or examination to be administered either before or after the normally scheduled time; or (3) an
4
alternative weighting of the remaining evaluative components of the course which is mutually
acceptable to the student and instructor(s).
SECTION 2.0
ORIGINS AND SCOPE
Supported by a mandate from the Rhode Island Legislature, the graduate program in speech-language
pathology was instituted at The University of Rhode Island in 1968-69. The degree program leading to
the Master of Arts in speech-language pathology was formally approved. Communicative Disorders
became a separate Department in the College of Human Science and Services at The University of
Rhode Island in 1984. In 1985 the Audiology and Speech-Language Pathology programs were first
accredited by the American Speech-Language-Hearing Association. More recently the Master of
Science degree replaced the Master of Arts degree but preserved the student’s option to engage in
research.
Following a successful site visit conducted last spring, the Department of Communicative Disorder’s
M.S. program in speech-language pathology was re-accredited by the Council on Academic
Accreditation in Audiology and Speech-Language Pathology from December 1, 2013 through
November 30, 2021.
5
SECTION 3.0
3.10
ADMISSION
Revised 8/13
General Provisions
3.11. Individuals holding a baccalaureate degree or its overall equivalent may take graduate level
courses in Communicative Disorders through admission to the Graduate School as degree candidates or,
with very specific restrictions, by enrolling as non-matriculating students. General application deadlines
are March 1 for fall admission, and October 15 for spring admission. Applications are submitted
directly to the Graduate School (https://app.applyyourself.com//?id=uri) and in turn these are submitted
to CMD. Graduate Faculty of the Department of Communicative Disorders examine the applications
and credentials and forward recommendations concerning admission to the Dean of the Graduate
School. Final admission decisions rest with the Dean of the Graduate School.
3.20
Candidates for Admission
3.21 Individuals wishing to be admitted for work towards the master’s degree in speech-language
pathology must hold the baccalaureate degree from an accredited institution by the time they begin their
graduate studies at URI. URI undergraduates who qualify for the Five Year B.S./M.S. program in
Speech-Language Pathology and are encouraged to apply by their advisor are an exception. Students
accepted to this program enter in their seventh undergraduate semester. Specific information about the
5-year program is provided on the CMD web site (www.uri.edu/hss/cmd). Note that the Graduate
School Manual specifies details regarding all entrance and degree requirements
(http://www.uri.edu/gsadmis/graduate_manual/index.html).
3.22 Acceptance as a graduate degree candidate generally indicates that the applicant has maintained
at the very least a B (3.00 on a 4.00 scale) average in undergraduate study, satisfactory performance on
standardized tests such as MAT (50th percentile or better) or GRE (50th percentile or better), and letters
of recommendation supportive of relevant knowledge, skills, and professional potential. Admission to
the M.S. program has become more competitive each year with many more applicants than available
places in the program. This appears to be a nation-wide phenomenon and not a pattern specific to URI.
Note that acceptance to the M.S. program does not guarantee that a student will complete the program.
Successful achievement of the knowledge and skills delineated by the American Speech-LanguageHearing Association in both their classroom and clinical work, as well as passing of the comprehensive
examination or its equivalent are the criteria for completion of the speech-pathology program. Similarly,
acceptance to the graduate program does not assure a student of completing the program within a
specific time frame although the program has been devised to require two fall-spring academic years +
one summer (five semesters). The majority of students complete the program within that time frame,
however it is not at all unusual for a student to either elect to complete his or her program more slowly
or for that increased time span to be dictated by a student’s difficulties meeting the competencies
required to move ahead in the program.
Revised 8/13
3.23 An undergraduate major or concentration in Communicative Disorders is not required for
admission to the graduate program, but the applicant must have completed or be prepared to complete
course equivalents of the undergraduate courses CMD 272, 273, 274, 276, 278, 375, 377, and 465, as
described in the URI Undergraduate Bulletin and on the department website
6
(http://www.uri.edu/hss/cmd/msAddUgReqs.html). These "background" courses must be completed
before graduate coursework can be undertaken. In some instances additional undergraduate coursework
may be prescribed to meet certification or licensure requirements.
Revised 8/00
3.24 Upon notification of admission by the Graduate School, the student should notify the Department
Chairperson of acceptance or decline of acceptance as soon as possible. The student will be assigned a
faculty advisor and contacted by letter over the summer or prior to the start of the spring semester if
beginning the program in the spring, with a tentative “best guess” for the student’s first semester of
graduate study. An orientation seminar is scheduled for all graduate students before the start of the fall
semester and for new students only prior to the start of the spring semester. Students are notified by
email concerning the date and time of these orientation sessions. Following the general orientation
meeting, students always have an opportunity to meet with their individual advisors and other faculty to
discuss their schedules if necessary.
Revised 8/11
3.25 The clinic and clinical faculty are located in Independence Square, Suite I. An additional
graduate student work area and graduate student mailboxes are now located in Suite “H” directly across
the hall from Suite “I”. A layout of clinical faculty and staff offices can be found on page 8. Faculty
offices are located in the Fernwood Building on the north side of Rt. 138, two buildings west of
Independence Square. A layout of faculty offices and student computer and study rooms can be found
on page 9.
3.26 Suite “H”, although not depicted on the following pages, is made up of two rooms. One, on the
right as you enter the suite, is configured as a conference room. With few exceptions, it is available to
students for study and working on confidential clinic-sensitive documents and other work and is meant
for quiet study. This room also houses video monitors where students may observe live or taped sessions
conducted in the clinic. Headphones must be used to preserve the quiet study area. The room on the left,
as you enter the suite, is configured more like an informal living room space. Within reason, the
furniture can be moved to accommodate small group work. Both rooms are equipped with URI wifi. The
graduate student mailboxes are located in the short hallway between the two rooms. It is understood that
these rooms are meant for study and that students will respect the needs of their student colleagues for
quiet when using these two spaces. It is advised that graduate students check their mailboxes a couple of
times a week for important notifications that cannot be conveyed via e-mail.
7
Suite I – Independence Square (Suite H is across the hall)
3.25.1
Revised 8/11
Sue Oppenheim
Secretary
Copy/FAX machine (staff use
only), paper shredder
Faculty mailboxes
Client files
Gail Gendron – fiscal clerk
CLINIC AREA
Supervisors’ Office
Geri Theadore
Clinical Supervisor
Clinical Assoc. Professor
Speech/Language
Pathologist
Roberta Singer
Audiologist
Workroom for Graduate
Assistants assigned to clinic
management
Gloria Gemma Figueroa
Clinical Supervisor
Speech Pathology
Speech/Language
Pathologist
Elizabeth Connors
Clinic Director
Clinical Asst. Professor
Speech/Language
Pathologist
8
Fernwood Building
3.25.2
Revised 8/10
Dr. Dana Kovarsky
Dept. Chair (Rm. 101)
Dr. Jay Singer
(Rm. 102)
Dr. Amy Weiss (Rm. 103)
Graduate Program Coordinator
Dr. Mahler’s Lab
Student Computer Room (Rm. 105)
Student Computer Lab
First Floor
Dr. Leslie Mahler
(Rm. 203)
Dr. Mikyong Kim
(Rm. 202)
Laboratory
Laboratory
Student study room
& video tape viewing
Dr. Bethany Milner
(Rm. 204)
Second Floor
Student study area
& video tape viewing
Student study area
Third Floor
9
Revised 8/13
SECTION 4.0
4.01
Master of Science in Speech-Language Pathology: Thesis Option
1.
2.
3.
4.
4.02
MINIMUM DEGREE REQUIREMENTS AND PROGRAM OF STUDY
54 credits*
Required courses consisting of CMD 493, 504, 550 (A, B, C), 560, 561, 564, 565,
569, 570, 581, 582, 583, 584, 585, and 592.
Elective credits selected from CMD 492, 494, 563, 571, 580, 594, 595, and 598.
6 credits of CMD 599.
Master of Science in Speech-Language Pathology: Non-Thesis Option
1.
2.
3.
54 credits*
Required courses consisting of CMD 493, 504, 550 (A, B, C), 560, 561, 564, 565,
569, 570, 581, 582, 583, 584, 585, and 592.
Elective credits selected from CMD 492, 494, 563, 571, 580, 594, 595, and 598.
*Some students may be required to take more than 54 credits depending on the coursework they have when entering
the program. For example, if CMD 493 (“Cultural and Linguistic Diversity”) was taken while a student was
registered as an undergraduate student at URI, those three credit hours will have to be replaced by three additional
graduate-level course credits; that is, the three credit hours for CMD 493 cannot be counted toward the 54 graduate
credits needed for graduation. Similarly, the required ASHA pre-requisite courses in statistics, biological sciences
and physical sciences cannot count toward the 54 required graduate hours.
Revised 8/13
4.03
Requirements for the “Master of Science in Speech-Language Pathology Five Year
Bachelors/Masters Degree” are as noted in 4.01 and 4.02 except that:
24 semester hours at the 500 level are taken in the senior undergraduate year and the remaining
30 semester hours at the 500 level in the first post-baccalaureate year.
See the Graduate Catalog or consult the department’s website for specific information about the
suggested scheduling of courses for students who have been accepted into the Accelerated
Program (http://www.uri.edu/hss/cmd/accel_BSMS.html).
NOTE: For the M.S. program in speech/language pathology, students must complete 25 hours of directed
observations and a minimum of 375 supervised clock hours of practicum. These clock hours will be distributed
across the categories of adult vs. child, speech vs. language, and assessment vs. intervention. The specifics of this
distribution can be found beginning in section 5.0.
10
4.10
Non-thesis Options
Revised 8/13
COMPREHENSIVE EXAMINATION
The comprehensive examination in speech-language pathology is administered twice a year, typically
in mid November (November 13th and 14th for fall, 2014) and mid March (March 12th and 13th for spring,
2015) over two days for a total of 6.5 hours of writing. Content areas include child language, adult
language, voice, stuttering, phonology, research, motor speech disorders, dysphagia, cognitive disorders
and audiology. Comprehensive examination questions are generated by the faculty member teaching the
academic material in each content area. Each question on the examination must be passed for a student
to pass the exam. A student is allowed only one re-examination that will cover any failed areas. A reexamination is generally given no sooner than 10 weeks after the initial examination was administered
as recommended in the Graduate School manual to provide the student with sufficient time to prepare
for the re-examination. Outcomes of the comprehensive examinations for each student are conveyed to
the Graduate School by the Graduate Program Coordinator prior to the deadline date designated by the
Graduate School for each semester.
Specific information about the departmental comprehensive examination including dates and time of the
exam is distributed to students who are planning to take the exam at the start of each semester by the
Graduate Program Coordinator. This information includes practice questions for the students’ use.
Further, the Graduate Program Coordinator meets with the prospective examinees early in the semester
when the examination will be taken to explain the process and answer any questions the students may
have. Because of the large numbers of students taking the exam each semester, the examination is
typically held in a computer lab on the main portion of campus.
DIRECTED ESSAY
Revised 8/14
PURPOSE: An alternative to the traditional comprehensive examination experience, the purpose of the
directed essay is to provide students with a capstone experience that promotes their academic
development through research experience. At the same time, the directed essay is intended to provide
faculty with additional support for increasing their own scholarly productivity.
STUDENT SELECTION. The directed essay option is not a right to be granted automatically upon
student request. Instead, it is a privilege for those individuals who the faculty believe would have little
difficulty passing the traditional comprehensive examination and, as such, will be good candidates for an
alternative scholarly experience. Faculty reserve the right and the responsibility to select only those
students they consider to be the strongest academically and with whom they can develop a good working
relationship. Decisions about directed essay candidates are made by the faculty as a whole, not by
individual faculty members. In addition, supervising faculty members have the right to terminate a
directed essay project before its completion, if it is decided that a participating student is not making
satisfactory progress and is unlikely to produce a sufficient product by the semester deadline. If this
occurs, the student will be required to take the traditional comprehensive examination.
ESSAY TOPICS AND POTENTIAL PROJECTS. Faculty supervisors will meet with graduate
students individually to develop topics of inquiry and to design experiences pertinent to exploring these
11
topics. The purpose is to construct an individualized, scholarly capstone experience that is mutually
beneficial to the student and the supervising faculty member. Because the goal is to encourage a range
of different capstone experiences that simultaneously fit the academic needs of students and supervising
faculty, directed essay experiences may include, but are not limited to: (1) research projects that
culminate in a written paper or publication; (2) scholarly projects that culminate in a student
presentation at a local, state or national conference; and (3) scholarly reviews of the literature. As part of
the directed essay option, graduate students will be required to register with their research mentor for
CMD 598 and successfully complete at least 3 credits of independent study tied to their specific
projects.
4.20
Transfer credit policy.
4.21
4.22
4.23
4.24
4.30
Revised 8/08
Transfer credit must not exceed 20% of the total credits required for the degree program
[i.e., a maximum of 11 credit hours in the Master’s Degree].
Transfer credit must have been taken at the graduate level.
A passing grade is required, and credits must have been completed within the past five
years.
The credits must have a clear and unquestioned relevance to the student's program of
study. The Graduate School is the final arbiter of transfer credits as noted in the Graduate
School Manual.
Explanation of program length.
Revised 8/13
The Master of Science in speech-language pathology can be completed in two years of full-time study,
including summer course work and/or practicum. The two-year time frame assumes the satisfactory
completion of all work including practicum, course work, and the comprehensive examination or the
essay project. If a student enters the program lacking prerequisite courses (see 3.23), one year will
likely be added to the total program length, assuming fall entry. Completion of prerequisites could take
longer for students entering in the spring semester For students completing the thesis option, program
length will be somewhat less predictable. In addition, some students may decide with the assistance of
their advisor to lengthen their program if they find graduate-level work more demanding than they had
anticipated. Finally, it is critical that students accepted into the program recognize that admission is not
an agreement guaranteeing completion of the graduate program in the described two-year time frame.
Student progress through the program is based on a student’s success in the program in its entirety.
4.31
Time Limit
Revised 8/07
According to the Graduate Student Manual, Masters Degree requirements must be met within five
calendar years after the date when the candidate is first enrolled as a graduate student at the University.
(Seven years with special permission of the department and Dean of the Graduate School for part-time
students.) This time period includes students taking any prerequisite course work. Therefore, students
should carefully review the "Two Year Course Sequence" in Speech-Language Pathology (see 4.31.1)
paying particular attention to these variables:
a.
scheduled times of clinics and classes,
12
b.
c.
course availability, courses serving as prerequisites for other courses and
practicum to determine course selection, and
the frequency of these offerings when registration decisions are made.
ALL students must be registered in the semester in which they graduate. Therefore, if you are not
registered for any course or clinic credits in the semester in which you expect to graduate, you MUST
enroll in CRG 999 – Continuous Registration. See the URI Graduate School Manual for more detailed
information on this requirement (http://www.uri.edu/gsadmis/graduate_manual/index.html).
4.32
Eligibility to march in graduate commencement
Added 8/13
Participation in URI’s once-yearly May graduate school commencement acknowledges the completion
of degree requirements. To be eligible to march in a graduate commencement, students must meet
requirements set forth by the graduate school. For a current listing of these requirements, please go to
http://www.uri.edu/gsadmis/Eligibility_to_March and recognize that these requirements are set by the
GS and not by CMD. As of spring, 2014, students who were graduating in the summer semester
(August) may walk in the spring (May) commencement if the comprehensive examination has been
passed by the spring semester deadline and the student is registered for CMD 570 ONLY during the
summer semester. As noted above, this policy is subject to change.
4.40
Planning a Total Program
Revised 8/13
When planning what courses and/or practicum to include in your total program of study, first consult
4.42 "List of Required and Elective Courses in Speech-Language Pathology." Remember that the
practicum requirement for speech-language pathology is 10 credit hours of CMD 570. Specific skill
development in practicum experiences will be consistent with KASA standards (see Appendix A). After
becoming familiar with the list of required and elective courses and when they are offered, each student
should then meet with his/her advisor to decide the appropriate Program of Study (POS) for that
individual. It is suggested that an original POS be filed with the Graduate School no later than the end of
the student’s first full semester of attendance in the program if prerequisite courses have been
completed. The Graduate Program Coordinator (Weiss) is responsible for preparing the POS document
for submission to the Graduate School following the student’s meeting with his or her advisor. Once the
advisor has approved a student’s prospective POS, this information will be conveyed to the Graduate
Program Coordinator. It is suggested that students familiarize themselves with the new Program of
Study
document
available
through
the
Graduate
School.
See:
http://www.uri.edu/gsadmis/Forms/grad/nonthesis_masters_plan_of_study.pdf.
N.B.: If a student makes a program change between the Program of Study approved by the Graduate
School and the courses he/she actually takes, a new Program of Study form must be submitted to the
Graduate School for approval during the semester of graduation. This new Program of Study form
should be discussed with the advisor first, then an appointment should be made with the Graduate
Program Coordinator for completion and submission of the form. This very frequently happens and is
not a problem unless the student does not initiate the resubmission of the new POS. Please attempt to
bring any alterations to your POS to the attention of the Graduate Program Coordinator by February 1st
for May graduates, October 1st for December graduates, and May 15th for summer graduates. Initiating
the filing of a new POS is the responsibility of the student and not the faculty.
13
4.41
Advisor Meetings
Added 8/07
Every student is assigned an advisor when he or she enters the graduate program. The advisor typically
remains the same throughout the student’s training, unless a student request is made for a change or if
new faculty advisors are added and student distribution changes. Students are provided with the faculty
advisor/student list at each fall orientation. Students are required to meet with their advisor at least
once per semester to plan the next semester’s course work. Further, students are responsible for
initiating this contact.
14
4.31.1
Revised 8/14
Two-Year Course Sequence
in Speech-Language Pathology
Fall 2014
CMD 465 Clinical Methods in
Communicative Disorders
CMD 493 Cult/Ling Diversity in
Communicative Disorders
CMD 550 Audiology for the SLP
CMD 561 Phonological Disorders
CMD 565 Pre-Practicum in Speech-Language
Pathology
CMD 569 Tests & Measurement in
Speech/Language Pathology
Spring 2015
CMD 465 Clinical Methods in
Communicative Disorders
CMD 493 Cult/Ling Diversity in
Communicative Disorders
CMD 494 Autism & PDD
CMD 504 Research in Communicative
Disorders
CMD 560 Voice Disorders
CMD 564 Lang. Dis. in School-age Children
CMD 570 Clinical Practicum in CMD
CMD 570
CMD 581
CMD 584
CMD 585
Clinical Practicum in CMD
Dysphagia
Lang. Dis. Dev. Young Children
Language Disorders in Adults
CMD 571
CMD 582
CMD 583
CMD 595
Medical Speech Pathology
Motor Speech Disorders
Acquired Cognitive Com. Dis.
Instrumentation and Computer
Use in Communicative Disorders
CMD 592 Disorders of Fluency
*CMD 580 may be offered as an on-line course.
CMD 594 Counseling in CMD
Fall 2015
CMD 465 Clinical Methods in
Communicative Disorders
CMD 493 Cult/Ling Diversity in
Communicative Disorders
CMD 550 Audiology for the SLP
CMD 561 Phonological Disorders
CMD 565 Pre-Practicum in Speech-Language
Pathology
CMD 569 Tests & Measurement in
Speech/Language Pathology
CMD 570 Clinical Practicum in CMD
CMD 581 Dysphagia
CMD 584 Lang. Dis. Dev. Young Children
CMD 585 Language Disorders in Adults
CMD 465
CMD 493
CMD 494
CMD 504
CMD 560
CMD 563
Spring 2016
Clinical Methods in
Communicative Disorders
Cult/Ling Diversity in
Communicative Disorders
Autism & PDD
Research in Communicative
Disorders
Voice Disorders
Lang. Dis. in Infants & Toddlers
CMD 564 Lang. Dis. School-aged Children
CMD 565 Pre-Practicum in Speech-Language
Pathology
CMD 570 Clinical Practicum in CMD
CMD 580 Augmentative & Alternative Comm.
CMD 582 Motor Speech Disorders
15
CMD 592 Disorders of Fluency
CMD 583 Acquired Cognitive Com. Dis.
16
Revised 8/13
Note: What appears below is only meant to be an example of how the 2-year program can be completed; it is not
prescriptive. Summer courses are less predictable and could bear on the sequence you choose.
2 Year Sequence in Speech-Language Pathology
I
II
Course Number
561
565
569
584
585
Credits
3
1
3
3
3
Summer
Course Number
493
570
Credits
3
1
Course Number
504
564
570
582
elective
III
Course Number
550
581
592
570
Credits
3
3
1
3
1
IV
Credits
1-2-3
3
3
3&1
Course Number
560
583
570
electives
17
Credits
3
3
3&1
3-4
4.31.2
Revised 8/13
Note: This is only meant to be an example of HOW the 3-year program can be done; it is not prescriptive. Summer course
offerings are less predictable and could bear on the sequence you choose.
3-Year Sequence in Speech-Language Pathology
I
Course Number
561
584
585
II
Credits
3
3
3
Course Number
504
564
582
565
III
Course Number
569
570
581
594
Credits
3
3
3
1
IV
Credits
3
1
3
1
Course Number
560
570
595
electives
V
Course Number
550
570
592
4.31.2
Credits
3
3
1
1-2
VI
Credits
1-2-3
3
3
Course Number
493
570
571
583
18
Credits
3
3
2
3
Revised 8/13
Note: This is only meant to be an example of HOW the 4-year program can be done; it is not prescriptive. Summer courses
are less predictable and could bear on the sequence you choose.
4 Year Sequence in Speech-Language Pathology
I
Course Number
561
584
II
Credits
3
3
Course Number
504
564
III
Course Number
550
569
594
Course Number
582
565
595
V
Credits
3
1
1
VI
Credits
3
3
1
Course Number
570
571
583
VII
Course Number
570
592
Electives
Credits
3
3
IV
Credits
1-2-3
3
1
Course Number
581
585
570
4.31.2
Credits
3
2
3
VIII
Credits
3
3
1-2
Course Number
493
560
570
19
Credits
3
3
3
4.42
Revised 8/13
List of Required and Elective Courses in Speech-Language Pathology
Course Number
CMD 492
CMD 493
CMD 494
CMD 504
CMD 550* See below!
CMD 560
CMD 561
CMD 563
CMD 564
CMD 565
CMD 569
CMD 570
CMD 571
CMD 580
CMD 581
CMD 582
CMD 583
CMD 584
CMD 585
CMD 592
CMD 594
CMD 595
CMD 598
Course Title
Required or Elective
Special Problems
Cult/Ling Diversity in CMD
Autism & PDD
Research in CMD
Audiology for the SLP
Voice Disorders
Phonological Disorders
Language Disorders In Infants &
Toddlers
Language Disorders in Schoolaged Children
Pre-Practicum in SpeechLanguage Pathology
Tests & Measurement in SpeechLanguage Pathology
Clinical Practicum in CMD
Medical Speech Pathology
Augmentative & Alternative
Communication
Dysphagia
Motor Speech Disorders
Acquired Cognitive Disorders
Language Disorders in
Developmentally Young
Children
Language Disorders in Adults
Disorders of Fluency
Counseling in CMD
Instrumentation & Computer
Use in CMD
Special Problems
E (Fall/Spring)
R (Fall/Spring)
E (Spring)
R (Spring)
R (Fall/Spring)
R (Spring)
R (Fall)
E (Spring/Even)
R (Spring)
R (Fall/Spring)
R (Fall)
R (Fall/Spring/Summer)
E (Spring/Odd)
E (Spring/Even)
R (Fall)
R (Spring)
R (Spring)
R (Fall)
R (Fall)
R (Fall)
E (Fall/Even)
E (Spring/Odd)
E (Fall/Spring)
* REGISTERING FOR CMD 550: a) Take three credits of 550 if you have not taken a course
devoted to diagnostic audiology and one devoted to aural rehabilitation. b) Take two credits of
550 if you have taken a three credit course devoted to aural rehabilitation but no course in
diagnostic audiology. c) Take one credit of 550 if you have completed a course devoted to
diagnostic audiology but have not taken aural rehabilitation (this is an unlikely scenario). d) Five
year students and others who have completed the URI undergraduate program should register for
one credit of 550 based on the assumption that you have completed 361 and 454.
20
Revised 8/07
4.50
COURSE PLANNING
When planning which courses to take in any given semester, consult 4.31.1 "Two Year Course Sequence
in Speech-Language Pathology". Any necessary changes in this published schedule will be announced
one semester in advance whenever possible. Also note 4.31.2 "Two, Three and Four Year Model
Programs in Speech-Language Pathology", as examples of specific programs of study distributed over
various time periods.
4.60
PROGRAM OF STUDY
Revised 8/11
Before the completion of your first full semester of graduate study, you should meet with your faculty
advisor and plan your projected Program of Study. Following the meeting with your advisor, during
which your advisor has approved your program of study, schedule an appointment with the Graduate
Program Coordinator to complete the form. She will work with you to get it ready for submission to the
Graduate School. A sample program in speech-language pathology (4.61) should serve as a guide.
Some of the courses listed in the "Model Program of Study" for speech-language pathology are
electives, and you may substitute other electives. There is also a Program of Study By Time and
Sequence (4.65), which must be submitted with the standard Graduate School Program of Study form
(4.61). The purpose of the form is to help ensure courses and practicums are taken in logical
relationship to one another and to allow students to project their activities in the graduate program in the
early stages. A blank copy of this important form can be downloaded from the following URL:
http://www.uri.edu/gsadmis/GradFormsPage.html. Again, it is advisable for you to “bookmark” this site
for future reference.
21
4.61
Revised 8/08
At the same time you submit the draft of your Program of Study, please complete the following form.
When filed in your department folder it provides the faculty with needed information for planning future
course offerings.
PROGRAM OF STUDY BY
TIME AND SEQUENCE
SEMESTER
I
DATE
COURSE NUMBER
II
III
IV
V
VI
VII
22
TITLE
4.70
KNOWLEDGE AND SKILLS ASSESSMENT (KASA)
Revised 8/14
The American Speech-Language-Hearing Association has a carefully delineated system for assuring the
competence of newly trained professionals in speech-language pathology and audiology. This is
referred to as the Knowledge and Skills Assessment or KASA. You will hear faculty using the acronym
“KASA” a great deal during your time in this program. Prior to the implementation of the KASA
standards, graduate students were regarded as competent upon satisfactory completion of an array of
coursework and clinical practicum in addition to other requirements. However, the current KASA
approach defines a body of clinical and academic skills required of all students in training that should be
accrued beyond specific coursework delineated by ASHA. Faculty and clinic supervisors attest to the
satisfactory acquisition of each skill. At the conclusion of each course and practicum experience,
feedback is gathered regarding skill achievement and entered onto a master form, which can be reviewed
by students and faculty. All skills noted on the KASA form must be satisfactorily completed by the end
of a student’s program in order for the Department Chair to sign ASHA certification papers. The steps
in the KASA process for each student are described in detail below.
4.71
1.
2.
3.
4.
Explanatory Notes to KASA Procedure:
Each student has a hard copy of a tracking form in the back of the Graduate Handbook that
lists each element of knowledge and skill (Appendix A) that will provide you with an
overview of the standards. During the fall 2014 semester, the department will be moving to a
fully electronic method of maintaining information about the clinical and academic training
of each student regarding the KASA standards. This system, known as Calipso ©, “is a webbased application that manages key aspects of academic and clinical education designed
specifically and exclusively for speech-language pathology training programs” according to
the company’s web site (http://www.calipsoclient.com/home). This system will allow each
student to monitor his or her progress toward completion of training during the graduate
program. The Graduate Program Coordinator and Clinic Director are charged with keeping
the information current.
Course syllabi will specify the knowledge and skills the student will have the opportunity to
demonstrate within each course. Faculty will provide each student an opportunity to
demonstrate knowledge or skill development (by examination, paper, presentation, project,
etc.).
At the conclusion of each semester faculty will transmit information regarding successful
skill and knowledge development for every student to the Graduate Program Coordinator and
Clinic Director and this information will be entered in students’ electronic tracking form.
If a student fails to develop a skill or area of knowledge that was specified as included in a
given course or practicum, this will be clearly conveyed to the student by the course
instructor or clinic director, as is appropriate. On occasion, no specific action beyond
feedback will be taken if another opportunity (course or clinic) remains available in which
the skill can be acquired. However, a course instructor or practicum supervisor may provide
the student with an opportunity to demonstrate acquisition of the standard in question by rewriting an answer to an exam question, submitting an additional assignment, etc. until the
instructor is satusfied that the standard has been met.
23
5.
6.
7.
8.
If a student would have no opportunity to satisfactorily develop a failed skill through the
remainder of a regularly-scheduled program, then a remediation plan will be developed
through collaboration with appropriate course instructors, clinical practicum instructors, and
the clinic director. This remediation plan will outline the steps a student must follow to
demonstrate successful completion of the standard and may include the scheduling of
additional clinical practicum placement(s), or coursework designed to provide the necessary
learning opportunities.
A checklist will be used to account for skills or knowledge developed in clinic (CMD 570).
These data will be entered on the electronic KASA tracking form via Calipso©.
In the event a student fails to develop a clinical skill, a faculty member with expertise related
to that area would assist in remediation if there were no other opportunities for the student to
develop the skill in other clinic settings. The faculty member would supply guidance to the
student as well as some mechanism for reassessing the skill in question.
Faculty will review each student’s progress toward completion of the KASA tracking form at
the student review meeting held at the end of each semester. Students should understand that
satisfying KASA standards does not necessarily indicate completion of departmental or
university requirements. It is possible that a student may pass a standard in one course, but
not in another course taken subsequently. In this situation a student would be closely
monitored and required to do more work to demonstrate overall competency of that standard.
Note that the opposite is also true. Satisfying URI requirements for graduation without the
meeting of KASA standards means that a student can graduate but cannot apply to ASHA for
certification or the state of Rhode Island for licensure as a speech-language pathologist.
24
4.72
Flow Chart of KASA Procedure
KASA
STANDARDS
STUDENTS RECEIVE
TRACKING FORM IN MANUAL
CLINIC
COURSES
STUDENTS’ PERFORMANCE TRANSMITTED
AND TRANSFERRED TO ELECTRONIC
STUDENT RECORD
SUCCESSFUL COMPLETION
MEANS COMPETENCY IS
MET
UNSUCCESSFUL OUTCOME MEANS
Acquire
skill
elsewhere
in course
or clinic
If no more
opportunity,
student receives
additional training
and special
examination
(REMEDIATION
PLAN)
PROGRAM DIRECTOR SIGNS OFF ON CERTIFICATION
APPLICATION AFTER SATISFACTORY COMPLETION OF ALL
KASA REQUIREMENTS
25
8/07
Revised 8/08
SECTION 5.0
5.01
OBSERVATION AND CLINICAL PRACTICUM
Transfer of Clinical Hours
5.01.1 Undergraduate Clinic Hours
Speech-language pathology students who have generated clinical hours from an accredited
undergraduate clinical program may transfer a maximum of 50 hours toward fulfillment of the practicum
requirements for the Masters degree. ASHA stipulates that at least 325 of the required 375 clinical
hours must be obtained at the graduate level.
5.01.2 Graduate Clinic Hours
Clinical hours for speech-language pathology students accumulated from an accredited graduate
program may be transferred on an equal basis (1:1 ratio) toward the practicum requirements up to a
maximum of 100 hours, providing these hours were acquired within five years prior to their transfer.
This does not change the total number of credits required for completion of the degree.
5.02
Observation Hours
Revised 8/13
In addition to the 375 clinical hours mandated by ASHA, speech-language pathology students also must
observe clinic for a minimum of 25 hours prior to participating in clinical practicum. A person holding
the Certificate of Clinical Competence (CCC) in Speech-Language Pathology must supervise these
observations. These observations must consist only of hours in the major area of study.
Students will complete these hours as a requirement of CMD 465 (Clinical Methods in Communicative
Disorders) or through equivalent experience. These hours must be recorded by the student and signed
by the supervisor at the time of the observation on forms obtained from the clinic director. If completed
at another institution, verification of these hours must be provided to the Clinic Director prior to the
student beginning clinical practicum.
In addition to the 25 observation hours obtained in conjunction with CMD 465, graduate students will
gain further observation experience as part of CMD 565, Pre-Practicum in Speech-Language Pathology.
5.03
Clinical Clock Hours
Revised 8/08
Each speech-language pathology Master’s student must obtain a minimum of 375 clock hours of
diagnostic/therapeutic experience in accordance with ASHA guidelines specified in the KASA
document by the time the Masters degree is completed. This experience must be with a variety of
disorders in diverse clinical settings.
The departmental breakdown of the 375 hours is more specific than ASHA's recommendations.
Departmental requirements are listed below. Note that not all 375 hours are designated according to
26
category; after meeting the minimum in each category, the remainder of the hours can be compiled from
any of the categories noted.
Revised 8/14
SPEECH-LANGUAGE PATHOLOGY
DEPARTMENT REQUIREMENTS
DX
ASHA REQUIREMENTS
40
Students will be provided with clinical training
opportunities sufficient to develop the skills
specified in the KASA. (See Appendix A)
This includes both child and adult.
Minimum 10 child & 10 adult. Of each of these
10, 5 must be in speech and 5 in language.
Must include language, speech and dysphagia
hours.
TX
150
Students will be provided with clinical training
opportunities sufficient to develop the skills
specified in the KASA. (See Appendix A)
This includes both child and adult.
Must include at least 50 language hours and 50
speech hours.
Speech hours must include at least 10 hours in
each of the following areas:
o Phonology
o Voice
o Fluency
o Dysphagia
AUDIOLOGY
Students will be provided with clinical training
opportunities sufficient to develop the skills
Students are encouraged to obtain both audiology specified in the KASA. (See Appendix A)
screening and aural rehabilitation hours, however
there is no specific number of hours required in
either area.
Revised 8/13
The student's goal must not be confined to the minimum hour requirements in each area. The more
clinical hours obtained with a variety of clients, the better prepared the student will be to meet the
challenge of working in this professional field. The minimum hour requirement may be increased at the
27
discretion of faculty if it is felt that a student requires additional hours to achieve competency prior to
being awarded the degree. The decision to increase hour requirements for a student will be made by
faculty/clinical staff consensus and the student will be notified in writing.
Policy Regarding Unprofessional Clinic Behavior
The assignment of a student to an on-campus or off-campus clinic represents a belief on the part of the
faculty that the student has the necessary prerequisite competencies to succeed in the practicum
placement when given appropriate and typical supports through clinical instruction. This understanding
is based on the knowledge the faculty members have about the opportunities for information and
experiences provided to students in their course work prior to a first clinical assignment as well as the
knowledge the faculty has about the individual student’s readiness for first and subsequent practicum
assignments. In addition, the collective, successful experiences of the faculty in supporting students in
their development of pre-professional clinical competencies is substantial, representing many years of
clinical and teaching experience. However, despite these factors, a student may occasionally find him or
herself unable or unwilling to carry out the basic professional requirements of a clinic assignment.
The faculty fully expects that students will grow in their clinical expertise as they progress through the
clinical program. It is our job and responsibility to work with all students’ unique abilities in the
acquisition of their clinical competencies. However, there is no tolerance for students exhibiting
unprofessional behaviors at any time during clinic. These unprofessional behaviors may include but are
not limited to: 1) inadequately preparing for each therapy session, 2) inconsistently completing
paperwork in a timely fashion, 3) failure to demonstrate that he or she is incorporating feedback from
the clinical instructor(s), and 4) failure to provide the client or clients with a positive clinical experience.
Moreover, when these indicators of unprofessional performance are brought to the student’s attention
and the student fails to demonstrate sufficient changes to these behaviors within a period of no more
than four weeks, the student is in jeopardy of being removed from the clinical assignment and another
student will be assigned to work with the clients. Note that in the URI Speech and Hearing Center, the
needs of our clients are of paramount concern of the faculty as per the ASHA Code of Ethics (See pages
45-48 in this manual). Thus, unprofessional service delivery will not be tolerated and must be
remediated. Persistence in provision of unprofessional service delivery to clients is a violation of the
ASHA Code of Ethics.
When a clinical instructor is concerned that a student is not meeting the basic requirements of the
practicum assignment, he or she will arrange a meeting with the student to convey this concern as soon
as possible. The specific problems will be delineated in written form and the specific means for
rectifying the concerns will also be delineated. If there is insufficient change in the student’s
performance during the following week, the clinic director will be alerted that the student’s ability to
complete the clinical assignment is in question and the clinic director will meet with the student to
discuss the concerns and reiterate that the student is in jeopardy of being removed from the practicum.
From that point forward, the student will have two weeks to address the deficiencies identified. During
this time as well the clinical director may also observe the student’s practicum. If, following the
additional two weeks, the student has not met the basic professional performance criteria for remaining
in the practicum (Please refer to the “Essential Functions” in Appendix B of this manual), he or she will
be notified that the practicum assignment has been terminated. Another student registered for practicum
will be assigned the clients involved. Note that the student who is removed from a clinical placement
will receive a failing grade for that portion of CMD 570 registration and none of the contact hours
28
accrued during that assignment will count toward the student’s clock hour total required for graduation
and ASHA certification.
Recording of Clinical Hours
Revised 8/14
All clinical clock hours accumulated by speech pathology students are to be recorded on the appropriate
clock hour forms. There are separate forms for assessment and treatment hours, with all forms being
available from the clinic director. Students must have these forms signed by their clinic supervisors
following each diagnostic or therapy session. At the end of the semester the student is responsible for
submitting all clock hour forms to the Clinic Director, however, it is in the students' best interest to
retain a copy of these hour sheets for their own records. The clinical records retained by the clinic
director are used to submit students' grades for clinical practicum, along with being the official record to
verify the students' fulfillment of ASHA and degree clinical requirements. Students, not supervisors, are
responsible for having these sheets signed in a timely fashion and for submitting these forms to receive
proper credit. If a student does not submit clock hour sheets to the clinic director at the end of the
semester, a grade of incomplete will be entered for that clinic until the hours are submitted.
As mentioned earlier, during the fall 2014 semester we will be transitioning to a fully electronic
method of record keeping for clinical clock hours, as well as KASA standards, when we begin
using the Calipso© application program. More information on the procedures students will need
to know will be forthcoming. At the start of the fall semester students need to record their hours
on the clock hour sheets currently being used. It will be the clinic director’s responsibility to
transition all of these hours to the Calipso © system.
5.04
On Campus Clinic -- URI Speech and Hearing Center
Revised 8/14
Each student must complete CMD 565, Pre-Practicum in Speech-Language Pathology, prior to being
assigned clinic. This pre-practicum course would generally be taken the semester prior to the first
clinical placement.
The student's first clinical placement is scheduled at the University Speech and Hearing Center, either
Kingston or Pawtucket. Departmental policy requires that each student complete his/her first 50 hours
of clinic in the major area of study in this setting. In some instances a student may be assigned to an off
campus placement site when he/she has completed slightly less than the 50 hours. Likewise, it may be
necessary to extend the on campus clinic placement hours if sufficient progress is not made in the initial
50 hours. The faculty and supervisors make these decisions as a whole, based on a student's overall
clinic performance.
Speech-language pathology students can expect to be scheduled for in-house clinic each semester
concurrent with an outside placement. It is NOT the case that students are required to complete ONLY
one child and one adult on-campus clinic. Students must complete in-house clinic in each of those age
groups, but will have additional on-campus clinics throughout their training based on student and URI
clinic needs. Students should always plan to have an on-campus assignment each semester once they
begin clinic. In addition, after the first semester in clinic, students must be prepared to accept additional
clients or patients after the start of the semester. That is, in keeping with the manner in which a nonuniversity clinic operates, new clientele are added and others may be dropped from service delivery for a
variety of reasons. This happenstance allows our clinic to provide the most appropriate service delivery
29
to our clients as well as provide the most realistic training venue for our graduate students. Therefore,
students who have registered for CMD 570 may in rare instances be expected to increase their individual
caseloads during the semester. This will not occur for students enrolled in their first semester of clinical
practicum, however.
The following points regarding clinic participation and prerequisites should be kept in mind:
1.
All students administering aural rehabilitation must have successfully completed CMD
454, 550 or the equivalent.
2.
All students participating in their first clinic must have successfully completed course
work in at least one language and one speech graduate course.
3.
Students participating in a diagnostic clinic must have successfully completed the course
pertaining to the diagnosis of speech/ language disorders (CMD 569 or its equivalent).
Likewise, students must have successfully completed a course pertaining to the
remediation of a particular speech disorder in order to engage in therapy related to
that disorder.
4.
Students may deliver clinical services to clients concurrent with the acquisition of
academic course work only under the following conditions:
a.
21 graduate credit hours must have been satisfactorily completed
b.
Fulfillment of the in-house clinic requirement, minimally at a B level
c.
Degree of clinical supervision must be commensurate with the student's academic
background and clinical skill level
d.
Permission of department
Revised 8/07
In-house clinic requirements for speech-language pathology students are as follows:
Full time students will be expected to complete four to six hours of in-house clinic per week
during their second semester of graduate study.
Three-year students will be expected to complete four to six hours of in-house clinic per week
during their third semester of graduate study.
Four-year students will arrange clinic distribution with the clinic director on an individual
basis.
All students are required to complete an in-house diagnostic clinic during their last year of
graduate studies.
Students are expected to have some flexibility for these blocks of clinic time. The hours
generally will be spread over portions of two days versus one full day. Students must keep this
in mind when planning for their courses and assure that they have taken the necessary clinic
prerequisites prior to this in-house clinic semester. If a student has a highly restricted set of
30
available hours for clinic due to course commitments, as well as work and home obligations,
he/she may not be able to be scheduled for clinical practicum during that semester.
Once a student has been scheduled for clinic, he/she is responsible for completing this important
commitment. Students are not allowed to drop clinic once the clinic assignment is made. Unlike a
class, practicum involves other individuals (the clients) and the commitment made by the student must
be upheld.
Clinic policies and procedures with which the student should be familiar are outlined in Section 5.06 of
this manual.
5.05
Off Campus Placement Sites
Revised 8/13
It is the intent of this department to provide each student with as comprehensive a clinical learning
experience as possible. To attain this goal an attempt is made to schedule each student in a minimum of
two and maximum of three off campus clinical placement sites during her/his graduate training, in
addition to on campus placements. Diversity across sites is a primary consideration in placement
selection.
Prior to the start of each semester, students are provided with a scheduling form from the clinic director.
In addition to outlining class and work commitments, this form allows students to list their preferences
for types of placement sites. There is no guarantee the preferred type of setting can be arranged,
however, it will be an important factor taken into consideration in making the placement decision. Other
factors entering into this decision include:
a.
A student's academic and clinical background (i.e., each placement site requires that
students have successfully completed certain courses related to the primary disorders
seen in that facility or the types of testing conducted in that setting). Some placement
sites require that student interns have completed at least one off campus practicum prior
to placement at their facility; some require that the student be in his/her final semester of
graduate study.
b.
Settings and clinical populations the student has not experienced in previous internships
will have higher priority.
c.
Settings most likely to insure that the student will obtain the knowledge and skills he/she
needs to fulfill KASA requirements will have greater priority.
Placement decisions will not be based on distance from a student's home. All other factors being
equal, a student may well be placed at a site near his/her home; however, this is not one of the criteria
for determining placements. Please be aware that students may be placed in sites across Rhode Island, as
well as in southern Massachusetts and Connecticut. Unfortunately student requests to remain within a
specific geographical area cannot be accomodated.
The clinic director arranges all practicum placements with the various placement agencies. Under
no circumstances should a student arrange his/her own placement with an outside facility. This
would lead to inefficient management of the clinic and a strain on relations between the clinic and
31
outside sources. If a student has an idea for a placement site that is not listed as being a facility for URI
interns, including distance placements for summer practicum, it should be suggested to the clinic
director that this site be considered for future placements. We welcome these suggestions!! J
Once a student is scheduled for a practicum experience, he/she may not refuse to accept that particular
placement, nor may he/she withdraw from the internship once the semester has begun. If a student has
made a commitment to an outside facility and its patients, this commitment must be upheld.
Semester placements, both on and off campus, typically extend from the first to the last week of classes
for that semester. Most placement site schedules follow the university calendar (i.e., the student follows
the university calendar for holidays); the exception to this is placement in a public school. In this case
the student follows the school district calendar, taking their holidays and vacations and not those of the
university. The student will be informed of the start and end dates of the internship at the time he/she is
notified of the placement. A student may NOT end his/her placement at any site earlier than
arranged at the start of the semester.
A student will spend only one semester at any placement site. This allows for more varied learning
experiences for the student and gives more students the opportunity to obtain training at each site. The
amount of time per week required at each placement varies across facilities and is ultimately the
decision of the supervisor at the placement site in conjunction with the clinic director. The average time
commitment varies from site to site, but 3 to 4 days per week is typical.
If a student is not performing satisfactorily in an internship placement, the site supervisor, in conjunction
with the clinic director, has the option of terminating the student's participation at any time. This would
never come as a complete surprise to any student, as meetings and conversations regarding clinical
performance would necessarily precede dismissal. Students should be sure to seek periodic feedback
from their clinical instructors both on and off campus if it is not readily provided.
All outside placement site supervisors are provided with written and/or oral information on their student
interns regarding the courses and clinics the student has completed. This information is provided prior
to the student beginning the placement, so that the supervisor will have knowledge of the intern's
background. With this information the supervisor can better structure the clinical experience at the site
for the individual student.
Following are potential placement sites for graduate student interns. All sites are not available every
semester; participation in student training is the option of the site contact person and/or the
Communicative Disorders department. Fewer off campus placement sites are available during the
summer months. In-house clinic for speech is conducted during the summer on a reduced schedule.
Out-of-state students who potentially have the opportunity to participate in a practicum experience in
their home state during the summer months are encouraged to speak to the clinic director regarding
arrangement of such a placement. When these placements can be secured, it is highly beneficial to the
student.
32
SPEECH-LANGUAGE PATHOLOGY PLACEMENTS
Revised 8/10
PLACEMENT
POPULATION
MINIMUM COURSE
REQUIREMENTS
Bradley Hospital
Pre-school & adolescent; ASD;
DD
584; 564; 569 (494 rec)
Bristol-Warren Schools
Elementary grades
561; 564; 569; 584
Central Falls Schools
Elementary grades
561; 564; 569; 584
Charleton Memorial Hospital
Adult lang, voice, motor speech,
dysphagia
581, 582, 585, 569
Cranston Schools
Elementary grades
561; 564; 569; 584
Cumberland Schools
Preschool - G8
561; 564; 569; 584
East Greenwich Schools
Preschool – G5
561; 564; 569; 584
Exeter-W. Greenwich Schools
K - G1
561, 569, 584
Fall River Schools
Elementary grades
561; 564; 569; 584
Franklin Mass Schools
pre K – G1
561, 569, 584 (494 rec)
Genesis SNF & Rehab Facilities
Adult dysphagia, motor speech,
lang
581, 582, 585
Groton Schools
Elementary grades
561; 564; 569; 584
Kent Hospital
Adult lang, voice, motor speech,
dysphagia, TBI
560, 581, 582, 585, 569
Meeting Street Center
EI; medically involved ages 3-21
564, 569, 580, 584 (581 rec)
Memorial Hospital of RI
Adult lang, voice, motor speech,
dysphagia
581, 582, 585, 569
Zambarano Hospital
Adult lang, voice, motor speech,
dysphagia, TBI
581, 582, 585, 569
(580, 583 rec)
33
Morton Hospital Medical Center
Child lang, phon, aural rehab
Adult lang, voice, dysphagia,
TBI
561, 584, 569 (454 rec)
581, 582, 585 (560, 583 rec)
Narragansett Schools
Elementary grades
561; 564; 569; 584
Oak Hill Nursing & Rehab.
Adult dysphagia, motor speech,
lang
581, 582, 585
Pawtucket Schools
Elementary grades
561; 564; 569; 584
Rehabilitation Hospital of RI
Adult lang, motor speech,
dysphagia, TBI
581, 582, 585, 569
Rhode Island Hospital
Adult lang, voice, motor speech,
dysphagia, TBI
560, 581, 582, 585, 569
Sargent Rehabilitation Center
Out-pt adults – lang, TBI, motor
speech
569, 582, 585 (583 rec)
South County Early Intervention
0 - 3 years; lang
584 (563 rec)
South Kingstown Schools
Pre-K – G3
Elementary grades
Middle School
561; 564; 569 (494 rec)
561; 564; 569; 584
561, 564, 569
St. Joseph Hospital
Adult lang, voice, motor speech,
dysphagia, TBI
560, 581, 582, 585, 569 (583 rec)
Vanderbilt Rehabilitation Center
Adults – lang, TBI, motor speech 569, 582, 585
Warwick Schools
Elementary grades
561; 564; 569; 584
Woonsocket Schools
Elementary grades
561; 564; 569; 584
5.06
Clinic Policies and Procedures
Revised 8/10
There are a number of clinic policies and procedures that each student is expected to follow. These
guidelines have been established to provide the student with a certain level of responsibility and to
assure professional and efficient management of the clinic. It is important to remember that we provide
a service to the public and the clients' welfare is of paramount importance.
34
5.06.1 Ethical Responsibility/HIPAA
Revised 8/05
Information regarding clients must be held in strict confidence. Cases may be discussed with
supervisors, faculty and other student clinicians within the clinic; however, clients are not to be
discussed with friends, roommates, or other persons outside the clinic. Do not talk about clients in the
waiting room, observation rooms or hallways, or in any other area where individuals not entitled to the
information might overhear your conversation.
All practicum students are expected to perform according to the standards, practices and guidelines
established by ASHA as described in the Code of Ethics. A copy of this Code of Ethics is provided in
Section 7.90 of this manual; students are advised to become familiar with this document.
The URI Speech and Hearing Clinic follows the requirements set forth by the Health Insurance
Portability and Accountability Act, HIPAA. This federal mandate provides clients with protection of
their medical information assuring confidentiality of all medical records. Upon their initial visit to the
clinic, clients are provided with information about this privacy act, the clinic polices and procedures
regarding this act, and are informed as to how they can get access to the Notice of Privacy Practices.
This privacy notice hangs in the entrance to the clinic; students are encouraged to become familiar with
its contents.
5.06.2 Professional Responsibilities
Revised 8/08
All students participating in clinical activities are expected to present a professional appearance. Style
of dress should reflect the role of a professional. For example, blue jeans, leggings, shorts, short skirts,
and midriff or low cut tops are not considered appropriate clinical dress. No facial jewelry can be worn
during clinic in on-campus or off-campus placements. No visible tattoos are acceptable. In addition all
student clinicians in on-campus clinic must purchase and wear a white lab coat during all clinic
activities. Observation students, as well as student clinicians, should dress in a manner that suggests
professionalism to the clients. However, observation students will not be required to wear lab coats.
Promptness is a professional courtesy all student clinicians must extend to clients. Clinicians must
arrive at the clinic with enough time before their scheduled appointments to check equipment, set up
rooms, speak with supervisors, etc. All clinic students are required to arrive at least one half hour
before their scheduled clinic – earlier if requested by the supervisor. This should enable all
clinicians to see their clients at the scheduled time. Clients are not to sit in the waiting room while the
clinician sets up for the appointment; the clinician MUST be ready.
5.06.3 Clinic Schedule
Revised 8/14
For fall semester, students will be informed of their clinic schedules by July or early August whenever
possible; for spring semester students will be provided this information prior to December intersession
in most cases. Clinics are held through the final week of classes. When students are notified of their
placement, they are informed of the ending date of clinic.
35
For summer clinics students will be notified of their placements by early May, whenever possible. Inhouse clinic typically extends across summer sessions I and II. Off campus placements generally extend
across the summer.
5.06.4 Clinic Registration
Revised 8/07
Speech-language pathology students will register for 10 credits of CMD 570 spaced across several
semesters. The method for registering for CMD 570 is as follows:
CMD 570 section 0001 (3 credits) for most off campus placements.
CMD 570 sections 0002 – 0005 (1 credit each) for each in-house clinic.
All clinic registration requires a permission number from the clinic director. This provides assurance
that you will be registered in the correct section(s) of clinic. Students are issued their permission
numbers when they receive their clinical assignments.
5.06.5 Testing, Therapy and Observation Rooms
Revised 8/13
Eating and drinking are not allowed ANYWHERE in the clinic area, even within a treatment session.
Care should be taken to maintain the condition of clinic rooms. This includes keeping painted walls and
furnishings clean and in good repair, along with cleaning up rooms at the end of sessions and returning
the furniture arrangement to the way you found it. There is cleaner available to all students in the
treatment room cabinets or from their supervisors to disinfect tables and toys and wipe down
observation windows at the end of every session. Please do so. Students should also be cognizant of
the condition of the observation rooms. If you see a sibling of a client eating food in the
observation room, please direct the family to the cafeteria. Also, if you are observing, please
refrain from sitting with your feet propped against the walls.
5.06.6 Diagnostic and Therapy Materials
Revised 8/14
Diagnostic and therapy materials are available for student use. Materials will be available to students on
a check out basis, with the operation of the Material Room being the responsibility of a clinic graduate
assistant. A schedule will be posted at the start of clinic each semester outlining Material Room hours.
If the room is not open when a student needs materials, he/she must have her supervisor accompany her
to the room and check out the materials for her. The department secretary does not have keys to the
cabinets. NO students will be given the keys to the material cabinets, as we have experienced a high
rate of missing items in the past and items cannot be replaced. Items from this room are only available
for clinic use; if students need to review/use clinical materials for a class project, they must obtain the
items from the course instructor. Any student who feels that there is inadequate access to materials
should bring this to the attention of the clinic director, however, it is generally the case that the room is
open for a part of every day and students must avail themselves of these times. Students will be held
accountable for any materials they check out and will be responsible for replacement of any items
damaged or not returned to the clinic. Although the department does have a respectable selection of
therapy materials for student use, students are encouraged to begin their own files of materials when
they start their clinical training. All materials, both diagnostic and treatment, must be returned to the
cabinets immediately after use.
36
Please respect the Materials Room area and put things away where you found them. The clinic director
and her graduate assistants have been fighting a losing battle in trying to keep the room neat and safe. It
is NOT safe to have materials thrown all over the floor where people can trip on them. It is NOT fair to
your fellow colleagues to put things back in a place they do not belong, as others then cannot find them
to use. Please RESPECT the room and others’ needs for the materials.
Students are NOT to leave any clinic materials, their own materials or clinic property, in the treatment
room cabinets. If they do, the student materials will be discarded.
5.06.7 Client Files
Revised 8/13
Files for therapy clients are located in the copy room in the Speech and Hearing Center in Independence
Square; files for diagnostic clients can be found in the first drawer of the file cabinet in the Graduate
Assistant Room. Clients seen in the Pawtucket clinic have duplicate files located in both Kingston and
Pawtucket. Under no circumstances are any of these files to be removed from the building, nor are any
students allowed to make copies of any reports. This rule must be strictly enforced to avoid lost or
missing files, which would result in a breach of confidentiality. Removing client files from the building
is also a violation of the HIPAA federal privacy act. Note that files may be read in Suite H, the graduate
student lounge.
There is a check out system for client files in Kingston. When anyone removes a client file from a file
drawer, he/she needs to fill out a check out slip (located on top of the file cabinet) and insert this in place
of the borrowed file until the file is returned. This system should be used whether the student is taking
the file into another room for review or giving the file to his/her supervisor with the client's report.
5.06.8 Release Forms
Revised 8/08
We are required by law to have signed release forms before we can send out any information on clients.
If we do not have these signed forms in a client's file, we may not send copies of the client's reports to
anyone, even if the client has verbally requested that we do so. Please be sure that for any diagnostic
clients, you have these forms signed if any copies of reports are to go out. Clinicians of on-going
therapy clients are advised to check their clients' files at the start of the semester for signed release forms
to avoid the inadvertent release of reports without permission. Students also must have a general
permission form signed by a client or parent at the start of treatment to cover videotaping of a session,
observers, etc. These forms can be obtained from the clinic director’s graduate assistants, if there is not
one already in the client's file. Clients must also sign a Protected Health Information (PHI) form, which
informs them of the HIPAA privacy policy, when they first begin services at the clinic.
5.06.9 Client Parking
Revised 8/14
Clients should be advised to park in the Independence Square parking lot, however, they need a parking
hangtag from the department to do so. There is a system for issuing hangtags instituted by the
Independence Square owners. Therapy clients will be issued a hangtag that will expire at the end of each
semester, while diagnostic clients will be issued a tag for only the week(s) they will be coming. The
Clinic Director will issue the hangtags for clients when their appointments are made. No students may
have access to the tags. NO STUDENTS are allowed to park in the Independence Square lot in
Kingston or in the Fernwood lot, whether they are here for classes or for clinic. These lots are
37
patrolled by URI parking services and all students will be ticketed and towed. We have been informed
by the Independence Square management that requests for ticketing and towing have been increased due
to the high frequency of students parking illegally last year. Students must park in the Keaney commuter
lot or in other student lots on campus. Students MUST buy a commuter parking pass at the start of
the year.
5.06.10
Absences - Client/Clinician
Revised 8/04
If a client cancels his/her appointment, the clinician’s supervisor, the clinic director or the department
secretary will notify the clinician. If the cancellation is for a diagnostic appointment, the client will be
re-scheduled, if possible, by the clinic. If a therapy client cancels a session, the student clinician is not
required or expected to make up the session. If a therapy client has frequent absences, we have the
option of discontinuing his/her therapy. Students should inform the clinic director if excessive absences
occur with any client. The clinic director and supervisor will determine if dismissal action is warranted.
Clients are advised of the consequences of frequent absences through a form that they sign when they
are first seen at this center.
If a clinician is unable to meet with a client at the scheduled appointment time (e.g., due to accident,
illness, etc.), the student is responsible for notifying the supervisor well in advance of the
appointment. It is the supervisor's decision as to whether the student should cancel the session, find a
replacement or re-schedule the appointment. Student clinicians must notify their supervisors before
canceling any scheduled appointment. Notification to the supervisor must be done with sufficient
time for the supervisor to be able to exercise the option of cancellation. NO clients are to be canceled
without the consent of the supervisor. If a therapy session is canceled due to student absence, the
student must schedule a make-up session. Since the client pays for a certain number of sessions, any
cancellations on the part of the clinic must be re-scheduled. The exception to this would be clinic
closing due to weather conditions (i.e., snow storms). The clients should be made aware that if the
university closes due to severe weather, clinic appointments are automatically canceled. Students are
not obligated to re-schedule these sessions.
5.06.11 Client Reports
Revised 8/10
Students involved in the assessment of clients are responsible for writing a diagnostic report for each
client, which must be submitted to the supervisor within three weeks of the client's appointment.
Students are responsible for writing progress reports on each therapy client. These reports must be
submitted to the supervisor one week after the conclusion of therapy for the semester.
In most clinical experiences supervisors and students prefer to exchange client reports electronically.
This is an accepted policy, however be aware that HIPAA regulations state that no identifying
information can be contained in any report transmitted electronically. Therefore, supervisors must
fill in the identifying client information in the final draft of the report and print it for copying or the
student must complete the information, print the report and bring the final hard copy to the supervisor
for signature. Each supervisor will inform students as to how he/she wants this handled.
5.06.12 Client-Clinician Scheduling
Revised 8/10
38
The clinic director is responsible for scheduling all clients in the Speech and Hearing Center, along with
coordinating the schedules of clients, students and supervisors. All students are provided with clinic
request forms to complete each semester, which outlines their schedules for the following semester.
Every reasonable effort is made to accommodate students and clients alike, and to provide students with
the type of clinical experience most needed. If a student does not submit his/her request form prior to
the stated deadline for a semester, the clinic director is not obligated to schedule that student for clinic
that semester.
5.06.13 Student Observers
Revised 8/07
Students completing their 25 hours of observation experience, who are not enrolled in CMD 465, will be
scheduled for these sessions by the clinic director. Students are expected to adhere to these schedules
and may only change their observation times with permission of the supervisors involved and the clinic
director.
5.06.14 Student Evaluations
Revised 8/13
At the mid-point and end of each semester of clinical practicum, the student will receive a written
evaluation from each of his/her supervisors (whether an in-house or off campus placement). At midsemester the evaluation is reviewed with the student and retained by the supervisor. At the close of the
semester the evaluation with a numerical score calculated is submitted to the clinic director. A letter
grade is then determined based on the numerical score. The clinic director keeps the completed
evaluation forms in the student's clinical file. After grades have been submitted, a student is encouraged
to review his/her evaluation. Copies are not routinely given to students.
The student must demonstrate clinical competence for all clinical hours required for the degree. For all
students in the graduate program, any hours graded at a level below a "C" are unsatisfactory and
considered a failing grade. These clinical hours will not be counted toward any total hour requirement.
However, the grade for each clinic will be counted and entered into a student's academic record in
accordance with university policy. Grades for all clinics, therefore, will be recorded on a student's
transcript.
If any student is having undue difficulty in clinic and receives a grade of C or below, it is the option of
the faculty to remove the student from clinic until and unless it is determined that future clinics may be
successful. In addition, in such circumstances it is the responsibility of the faculty to counsel the student
regarding the feasibility of his/her success in the program and the wisdom of continuation. The
department does not take this action lightly. It would only occur when sufficient clinical data with
reference to the KASA standards and the “Essential Functions” document have been collected and
indicate the probability that the student would be unsuccessful as a clinician even given maximum
supervisory support. The student must remember that supervisors have an allotted amount of time that
they can devote to any one student in clinic, as they have several students to teach and support in any
clinic. Thus, students who need an extraordinary amount of one-on-one support following the first few
weeks of a practicum are not meeting the challenges of the clinic assignment in an adequate manner. In
sum, students should note that the faculty has had many years of teaching experience as well as
professional clinical experience and has expertise in recognizing when students are unlikely to achieve
clinical competence within the confines of a graduate clinical training program.
39
Re-entry into Clinical Practicums Following a Failing Clinic Grade
If a student has failed a clinic placement due to weak performance or has been removed early from a
placement because of failure to meet basic professional requirements to continue in the placement, the
student will return to the clinic only at the recommendation of the faculty. A student’s failure in a clinic
registration indicates that there is a significant difference between the student’s ability to adequately
perform in the placement and expectations for that student. These differences may reflect any or all of
the following: a lack of knowledge about the disorder area(s) represented by the clients assigned, a lack
of professional demeanor, an inability to follow through with requirements to complete clinical
preparation in a timely and adequate manner, or an inability to make adequate progress in developing
clinical independence by the end of the semester. The process of re-entering the clinic will depend on
the individual students’ reasons for their difficulties. Thus, the recommendation for one student may
include but is not limited to repeating course work or completing supplementary course work, spending
a semester in clinical observation, or completing a series of virtual clinical cases.
5.06.15 Supervisor Evaluations
Revised 8/08
At the conclusion of each academic semester, students will be provided with forms to evaluate both on
and off campus supervisors' performance. These forms are to be returned to the clinic director. The
completed forms are distributed to in-house supervisors for their review AFTER students' grades have
been submitted. The completed evaluations are not reviewed directly by off campus supervisors when
only one student was at a placement site due to loss of anonymity. However, these supervisors are
provided with general feedback covering several semesters from the clinic director based on evaluative
comments. The evaluations are kept on file as a method of having a record of all supervisors'
performance. It is important that students complete and submit these evaluations in order that
supervisors obtain feedback. It is also important for us to have these on file for ASHA accreditation
purposes.
5.06.16 Clinic Fees
Revised 8/08
The Speech and Hearing Center charges fees for services rendered. The student clinician is responsible
for collecting this fee and giving it to his/her clinic supervisor. If the fee has been reduced or waived by
the clinic director, supervisors will inform the student of this. Supervisors will also inform the student
of the amount to be collected from each client.
The Speech and Hearing Center is a third party provider for several insurance companies. When we see
clients with insurance that will cover the client's services, the student will be responsible for collecting
the insurance information and submitting it to Gail Gendron, department fiscal clerk. Supervisors will
inform students of the specific procedures to follow during individual clinic orientations held at the start
of each semester.
40
SECTION 6.0
CERTIFICATION AND LICENSURE
6.1
State Department of Education Certification
Revised 8/09
All students completing the Master's Degree in speech-language pathology at the University of Rhode
Island are automatically eligible for certification by the Rhode Island Department of Education. This
certification is required for a position within the public schools of Rhode Island. Upon completion of
their graduate program students can access the teacher certification application by going to the State
Department of Education online at www.ride.ri.gov.
6.11
Those seeking teacher certification or credentials for states other than Rhode Island should
contact the appropriate state educational agencies for regulations and protocols.
6.2
R.I. Provisional Licensure by the State Department of Professional Regulations
Revised 8/13
Rhode Island law mandates provisional licensure for Clinical Fellows (CFs) in this state. No graduate
can work in any setting in Rhode Island other than a school system without this provisional license. The
provisional license application can be obtained online from the Department of Health at
www.health.state.ri.us.
In addition to your completed application, you will need to provide:
a.
b.
c.
d.
e.
6.3
Graduate transcript from ASHA accredited college/university, which includes the degree
granted and date awarded;
(must be sent directly from the university to the Dept. of Health)
Documentation of your clock hours sent directly to the Dept. of Health from an ASHA
accredited institution;
Praxis score sent directly to the Dept. of Health from the ETS
Recent passport type photograph (2” X 2” head and shoulder view);
Application fee
R.I. Licensure by the State Department of Professional Regulations
Revised 8/13
Individuals who intend to deliver clinical services as speech-language pathologists outside of the public
schools in the State of Rhode Island must seek licensure by the State Department of Health, Division of
Professional Regulation. Individuals who have completed all or part of their CFY in Rhode Island will
already have provisional licensure and need only submit with their application written verification
directly from ASHA of the awarding of their CCC. Individuals who completed their CFY outside
Rhode Island and who have received ASHA certification are granted licensure subsequent to verification
of academic background, ASHA certification status, recent passport type photograph (2” X 2” head and
shoulder view)and submission of the application fee. Details can be found on the Department of Health
website at www.health.state.ri.us.
41
6.4
Certificate of Clinical Competence by the American Speech-Language-Hearing Association
Revised 8/08
Each potential graduate of the URI Master's Degree program in speech-language pathology is urged to
apply for the CCC from ASHA. This nationally recognized credential is often the basis for state
licensure (see 6.2 & 6.3 above), employment in most clinical settings, reciprocal recognition of
professional competence among states as well as among allied health disciplines, and a prerequisite to
private practice and supervision.
6.41
The ASHA National Examination in Speech-Language Pathology
Revised 8/08
In order to achieve certification it is necessary to complete a satisfactory training program at the
graduate level, fulfill the Clinical Fellowship Year (CFY) requirements and pass the National
Examination (Praxis Exam) in speech-language pathology. Students do not have to wait until they have
received their degree to take this exam, however, one would want to be close to completion of course
work before taking it. Since results of the Praxis are required for provisional licensure in Rhode Island
(and many other states), a student might consider taking the exam during her last semester versus after
graduation. The ASHA website provides information on materials that aid in preparation for the exam:
www.professional.asha.org.
6.42
Clinical Fellowship Year (CFY) in Speech-Language Pathology
Revised 8/08
Satisfactory completion of the Clinical Fellowship Year following the student's attainment of the
master’s degree is an important component of the certification process. The Department of
Communicative Disorders will do all it can to assist its graduates in arranging CFY placements if
needed.
For detailed information concerning the CFY experience see the ASHA website:
www.professional.asha.org.
42
Revised 8/13
SECTION 7.0
EVALUATION OF STUDENT PROGRESS AND ETHICS
7.10
Criteria for Student Review
Student review will be guided by the knowledge and skills specified by the KASA document (Appendix
A) and other data and observations provided by faculty and clinic supervisors including the “Essential
Functions” document found in Appendix B.
7.20
Academic Review
Obviously students will receive feedback concerning their performance in individual classes and from
practicum supervisors in clinical settings. However, each student is also subject to team review by the
graduate faculty and clinical staff at fixed periods described below.
7.30
7.40
7.21
Each graduate student will have his/her academic progress reviewed at the
end of each semester.
7.22
A student may be reviewed at any time upon the request of a faculty member during a
scheduled faculty meeting.
Clinical Review
7.31
Each student's progress will be reviewed at the completion of each semester's
practicum.
7.32
Clinic supervisors’ evaluations of students will be available to faculty at the conclusion
of each semester.
7.33
Contact will be made with the clinic supervisor of each student during each external
placement.
7.34
The clinic director and/or the student's advisor will be notified of any unresolved
difficulties between the student and clinic supervisor.
Student Review of Program and Feedback
Revised 8/08
Students have the opportunity to supply feedback on the program through interactions with their advisor
or any other faculty member, as well as at scheduled meetings between the Department Chair and
individual graduate students. In addition, a student may also share concerns with the ASHA Council on
Academic Accreditation (CAA). The CAA can be contacted at the following address: Council on
Academic Accreditation c/o The American Speech-Language-Hearing Association, 2200 Research
Blvd., Rockville, MD 20850-3289. The ASHA main phone number for contacting the CAA is: (301)
296-5700.
43
7.50 Recommendations resulting from either academic or practicum reviews will be forwarded
promptly in writing to the student for consideration.
7.60 The Graduate School and the discipline of speech-language pathology each require certain
standards of ethical behavior that must be upheld.
7.70 The standards for academic integrity are clearly stated in the Graduate Student Manual (A.10)
on the Graduate School website and need not be repeated here. Students writing research papers and
reports should be familiar with definitions of "plagiarism" (A.13), as these will be applied.
7.80 Because graduate students as observers of clinical procedures and as providers of clinical
services under direct supervision are routinely involved with human subjects, certain standards of
behavior and decorum are essential. For example, actual clients discussed in graduate classes or
presented in video demonstrations are entitled to privacy and confidentiality beyond the instructional
function and must not be discussed outside of classes or clinic settings in ways that might identify the
subjects. Nor should students discuss their practicum cases with anyone other than those University
officials directly concerned with the placement and management of practicum experience.
To familiarize students with the ethics of their chosen profession, a copy of the current "Code of Ethics
of the American Speech-Language-Hearing Association" is attached (see 7.90). Not all of the
standards will be directly applicable to the student clinician, but all standards are germane to clinical
supervisors of such students and must be supported by the student clinician.
7.90 Students are asked to carefully read through and then sign the document added as Appendix B of
this manual titled: “Essential Functions of Speech-Language Pathology Education”. This document
spells out, as specifically as possible, what the departmental expectations are for student performance for
successful completion of the M.S. program. A signed copy of this form will remain in your student
folder during your program. It is your responsibility to sign the form and return it to Graduate Program
Coordinator (Weiss) no more than one week following the student’s first orientation meeting.
44
7.90
Revised 8/10
Code of Ethics
Preamble
The preservation of the highest standards of integrity and ethical principles is vital to the responsible
discharge of obligations by speech-language pathologists, audiologists, and speech, language, and
hearing scientists. This Code of Ethics sets forth the fundamental principles and rules considered
essential to this purpose.
Every individual who is (a) a member of the American Speech-Language-Hearing Association, whether
certified or not, (b) a nonmember holding the Certificate of Clinical Competence from the Association,
(c) an applicant for membership or certification, or (d) a Clinical Fellow seeking to fulfill standards for
certification shall abide by this Code of Ethics.
Any violation of the spirit and purpose of this Code shall be considered unethical. Failure to specify any
particular responsibility or practice in this Code of Ethics shall not be construed as denial of the
existence of such responsibilities or practices.
The fundamentals of ethical conduct are described by Principles of Ethics and by Rules of Ethics as they
relate to the responsibility to persons served, the public, speech-language pathologists, audiologists, and
speech, language, and hearing scientists, and to the conduct of research and scholarly activities.
Principles of Ethics, aspirational and inspirational in nature, form the underlying moral basis for the
Code of Ethics. Individuals shall observe these principles as affirmative obligations under all conditions
of professional activity.
Rules of Ethics are specific statements of minimally acceptable professional conduct or of prohibitions
and are applicable to all individuals.
Principle of Ethics I
Individuals shall honor their responsibility to hold paramount the welfare of persons they serve
professionally or who are participants in research and scholarly activities, and they shall treat animals
involved in research in a humane manner.
Rules of Ethics
A. Individuals shall provide all services competently.
B. Individuals shall use every resource, including referral when appropriate, to ensure that highquality service is provided.
C. Individuals shall not discriminate in the delivery of professional services or the conduct of
research and scholarly activities on the basis of race or ethnicity, gender, gender identity/gender
expression, age, religion, national origin, sexual orientation, or disability.
45
D. Individuals shall not misrepresent the credentials of assistants, technicians, support personnel,
students, Clinical Fellows, or any others under their supervision, and they shall inform those they
serve professionally of the name and professional credentials of persons providing services.
E. Individuals who hold the Certificate of Clinical Competence shall not delegate tasks that require
the unique skills, knowledge, and judgment that are within the scope of their profession to
assistants, technicians, support personnel, or any nonprofessionals over whom they have
supervisory responsibility.
F. Individuals who hold the Certificate of Clinical Competence may delegate tasks related to
provision of clinical services to assistants, technicians, support personnel, or any other persons
only if those services are appropriately supervised, realizing that the responsibility for client
welfare remains with the certified individual.
G. Individuals who hold the Certificate of Clinical Competence may delegate tasks related to
provision of clinical services that require the unique skills, knowledge, and judgment that are
within the scope of practice of their profession to students only if those services are appropriately
supervised. The responsibility for client welfare remains with the certified individual.
H. Individuals shall fully inform the persons they serve of the nature and possible effects of services
rendered and products dispensed, and they shall inform participants in research about the
possible effects of their participation in research conducted.
I. Individuals shall evaluate the effectiveness of services rendered and of products dispensed, and
they shall provide services or dispense products only when benefit can reasonably be expected.
J. Individuals shall not guarantee the results of any treatment or procedure, directly or by
implication; however, they may make a reasonable statement of prognosis.
K. Individuals shall not provide clinical services solely by correspondence.
L. Individuals may practice by telecommunication (e.g., telehealth/e-health), where not prohibited
by law.
M. Individuals shall adequately maintain and appropriately secure records of professional services
rendered, research and scholarly activities conducted, and products dispensed, and they shall
allow access to these records only when authorized or when required by law.
N. Individuals shall not reveal, without authorization, any professional or personal information
about identified persons served professionally or identified participants involved in research and
scholarly activities unless doing so is necessary to protect the welfare of the person or of the
community or is otherwise required by law.
O. Individuals shall not charge for services not rendered, nor shall they misrepresent services
rendered, products dispensed, or research and scholarly activities conducted.
P. Individuals shall enroll and include persons as participants in research or teaching
demonstrations only if their participation is voluntary, without coercion, and with their informed
consent.
Q. Individuals whose professional services are adversely affected by substance abuse or other
health-related conditions shall seek professional assistance and, where appropriate, withdraw
from the affected areas of practice.
R. Individuals shall not discontinue service to those they are serving without providing reasonable
notice.
Principle of Ethics II
Individuals shall honor their responsibility to achieve and maintain the highest level of professional
competence and performance.
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Rules of Ethics
A. Individuals shall engage in the provision of clinical services only when they hold the appropriate
Certificate of Clinical Competence or when they are in the certification process and are
supervised by an individual who holds the appropriate Certificate of Clinical Competence.
B. Individuals shall engage in only those aspects of the professions that are within the scope of their
professional practice and competence, considering their level of education, training, and
experience.
C. Individuals shall engage in lifelong learning to maintain and enhance professional competence
and performance.
D. Individuals shall not require or permit their professional staff to provide services or conduct
research activities that exceed the staff member's competence, level of education, training, and
experience.
E. Individuals shall ensure that all equipment used to provide services or to conduct research and
scholarly activities is in proper working order and is properly calibrated.
Principle of Ethics III
Individuals shall honor their responsibility to the public by promoting public understanding of the
professions, by supporting the development of services designed to fulfill the unmet needs of the public,
and by providing accurate information in all communications involving any aspect of the professions,
including the dissemination of research findings and scholarly activities, and the promotion, marketing,
and advertising of products and services.
Rules of Ethics
A. Individuals shall not misrepresent their credentials, competence, education, training, experience,
or scholarly or research contributions.
B. Individuals shall not participate in professional activities that constitute a conflict of interest.
C. Individuals shall refer those served professionally solely on the basis of the interest of those
being referred and not on any personal interest, financial or otherwise.
D. Individuals shall not misrepresent research, diagnostic information, services rendered, results of
services rendered, products dispensed, or the effects of products dispensed.
E. Individuals shall not defraud or engage in any scheme to defraud in connection with obtaining
payment, reimbursement, or grants for services rendered, research conducted, or products
dispensed.
F. Individuals' statements to the public shall provide accurate information about the nature and
management of communication disorders, about the professions, about professional services,
about products for sale, and about research and scholarly activities.
G. Individuals' statements to the public when advertising, announcing, and marketing their
professional services; reporting research results; and promoting products shall adhere to
professional standards and shall not contain misrepresentations.
Principle of Ethics IV
Individuals shall honor their responsibilities to the professions and their relationships with colleagues,
students, and members of other professions and disciplines.
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Rules of Ethics
A. Individuals shall uphold the dignity and autonomy of the professions, maintain harmonious
interprofessional and intraprofessional relationships, and accept the professions' self-imposed
standards.
B. Individuals shall prohibit anyone under their supervision from engaging in any practice that
violates the Code of Ethics.
C. Individuals shall not engage in dishonesty, fraud, deceit, or misrepresentation.
D. Individuals shall not engage in any form of unlawful harassment, including sexual harassment or
power abuse.
E. Individuals shall not engage in any other form of conduct that adversely reflects on the
professions or on the individual's fitness to serve persons professionally.
F. Individuals shall not engage in sexual activities with clients, students, or research participants
over whom they exercise professional authority or power.
G. Individuals shall assign credit only to those who have contributed to a publication, presentation,
or product. Credit shall be assigned in proportion to the contribution and only with the
contributor's consent.
H. Individuals shall reference the source when using other persons' ideas, research, presentations, or
products in written, oral, or any other media presentation or summary.
I. Individuals' statements to colleagues about professional services, research results, and products
shall adhere to prevailing professional standards and shall contain no misrepresentations.
J. Individuals shall not provide professional services without exercising independent professional
judgment, regardless of referral source or prescription.
K. Individuals shall not discriminate in their relationships with colleagues, students, and members
of other professions and disciplines on the basis of race or ethnicity, gender, gender
identity/gender expression, age, religion, national origin, sexual orientation, or disability.
L. Individuals shall not file or encourage others to file complaints that disregard or ignore facts that
would disprove the allegation, nor should the Code of Ethics be used for personal reprisal, as a
means of addressing personal animosity, or as a vehicle for retaliation.
M. Individuals who have reason to believe that the Code of Ethics has been violated shall inform the
Board of Ethics.
N. Individuals shall comply fully with the policies of the Board of Ethics in its consideration and
adjudication of complaints of violations of the Code of Ethics.
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Revised 8/10
SECTION 8.0
PROFESSIONAL ORGANIZATIONS AND OTHER MATTERS
Students who merely attend classes and participate in clinical practicum will be missing an important
part of the graduate experience: Joining the like-minded groups in the pursuit of mutual interests and
goals. Many fine organizations are available to graduate students.
8.1
The University of Rhode Island Student Speech-Language-Hearing Association. URI has a
local chapter of the National Student Speech-Language-Hearing Association on campus. Membership is
open to both undergraduate and graduate CMD students with officers elected from the membership
annually. Annual dues are reasonable and are payable in the fall. URISSLHA plans meetings with
programs of professional interest, participates in health fairs and recruiting programs, and sponsors
student social gatherings.
Dr. Bethany Milner is the URISSLHA chapter advisor. You can learn more about URISSLHA on the
department website: www.uri.edu/hss/cmd.
8.2
The National Student Speech-Language-Hearing Association is an organization sponsored by
ASHA and is open to all graduate students in CMD as well as undergraduates who may be interested.
The annual membership fee entitles one to the ASHA professional journals (e.g., AJSLP, JSHR, The
Asha Leader, NSSLHA Journal, etc.); provides special discounts at national conventions, and helps
build up very important credits towards eventual certification fees and membership charges when the
student graduates from the degree program at URI. It pays to have been a NSSLHA member!
For information about renewing NSSLHA membership or joining for the first time, ask the URISSLHA
faculty advisor, Dr. Bethany Milner or visit the NSSLHA website: www.nsslha.org.
Upcoming URISSLHA meetings are announced on the CMD web site.
8.3
The Rhode Island Speech-Language-Hearing Association (RISHA) is the professional state
organization serving speech-language pathologists and audiologists who work and/or live in Rhode
Island. It is affiliated with the American Speech-Language-Hearing Association (ASHA) and provides
regular meetings and an annual one or two day conference, usually with noted authorities on key topics
of clinical interest. RISHA also generally awards a student scholarship each year to a graduate student
at the University of Rhode Island. Student membership in RISHA is a very attractive offering. Rates
are far below those for regular professional membership. For information concerning the next RISHA
meeting and student membership fees, go to the RISHA website: www.risha.info
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